CHAPTER ONE

INTRODUCTION TO STUDY

1.1. Introduction
The research study focuses on the perceptions of adolescent males on their involvement in
teenage pregnancy prevention in Kliptown. This chapter briefly discussed the problem
statement of the study, the rationale for undertaking this study, the research question, the
aims and objectives of this study. In addition it will conclude by providing an overview of the
chapters to follow.

1.2. Problem statement

Teenage pregnancy has long been a worldwide social and educational concern for the
developed, developing and underdeveloped countries. Many countries continue to experience
high incidence of teenage pregnancy despite the intervention strategies that have been put in
place (Maseko, 2006). Moultrie and McGrath (2007) indicate that teenage pregnancy rates in
South Africa have dropped from 7.8% in 1996 to 6.5% in 2001. In addition the official
statistics from the Department of Health revealed a drop in the rates of teenage pregnancy in
South Africa by 13.2 % between 2009 and 2010 (Oyedele, Wright & Maja, 2015). However
Kanku and Mash (2010) note that South African rates are comparatively high when compared
to the USA (5.3%), Brazil (4.5%), Australia (1.6%), Japan (0.4%) or Italy (0.6%).

Teenage pregnancy is a major challenge facing South Africa, thus presenting one of the most
important public health problems. In the past few decades South Africa has seen a decline in
teenage fertility; and yet rates of teenage pregnancy remain high with around 30% of 15-19
year olds reporting having ever been pregnant, with the majority of these pregnancies being
among 18 and 19 year olds (Willan, 2013). A national household survey conducted in 2003
indicated that one third of 15-19 year olds and over half (59%) of 20-24-year-old women had
ever been pregnant and that two-thirds of the pregnancies were reported to be “unwanted”
(Holt, Lince, Hargey, Struthers, Nkala, McIntyre & Blanchard, 2012).

The results of the studies done showed that approximately 90% of the teenagers are sexually
active (Love Life, 2007). Unprotected sex exposes teenagers to sexually transmitted diseases
(STDs) and increases their risk to become infected with HIV/AIDS. Health Statistics (2007)
reported that one in five pregnant teenagers is infected with HIV/AIDS. This indicates that it

1
is important to understand teenage pregnancies and the pattern of high risk sexual activity
that teenagers indulge in.

It was reported by the Department of Basic Education that in 2014 there were 20 000 teenage
pregnancies in South Africa, the highest being accounted for within the Gauteng Province
with just over 5000 (Govender, 2016). Due to Gauteng Province having the highest statistics
in South Africa in 2014, the study focused on teenage pregnancy in Kliptown, Gauteng
Province.

Teenage pregnancy has several detrimental effects for both teenage mothers and fathers such
as increased chances of dropping out of school, increased risk of sexually transmitted
infections (STIs), mental health problems, and economic family burden (Kanku & Mash,
2010). However Hanson, McMahon and Kenyon (2014) note that teenage mothers are more
likely to drop out of school, which holds unfavourable consequences for their long term
financial prospects.

Swartz (2004) notes that adolescent fathers themselves are still developmentally immature
and thus emotionally and cognitively unprepared to cope with parental responsibility. An
argument supported by Sheldrake (2010) that fathers under the age of 21 years are frequently
characterised as ‘sexually reckless youths who fail in their responsibilities to the children
they father and the mothers of their children’. Swartz (2004) adds that very often, the fathers
are young unemployed with low levels of education and they are unable to give emotional or
financial support or any form of material support to teen mothers. Due to the negative and
long-term consequences associated with teenage pregnancy, the prevention of unplanned
teenage pregnancy is very important (Solomon-Fears, 2011).

1.3. Rationale for the Study

A lot of studies have been conducted to identify the causes of teenage pregnancy in South
Africa and many factors contributing to teenage pregnancy included: early sexual debut
among teenagers; gender inequalities; gendered expectations of how teenage boys and girls
should act; sexual taboos (for girls) and sexual permissiveness (for boys); poverty; poor
access to contraceptives and termination of pregnancies; inaccurate and inconsistent
contraceptive use; judgmental attitudes of many health care workers; high levels of gender-
based violence; and poor sex education (Bearinger, Sieving, Ferguson & Sharma, 2007;
Chigona & Chetty, 2007; Jewkes, Morrell & Christofides, 2009; Oyedele, Wright & Maja,

2
2015; Panday, Makiwane, Ranchod & Letsoalo, 2009 and Pettifor, O’Brien, MacPhail, Miller
& Rees, 2009).

These studies have made a valuable contribution to understanding teenage pregnancy as a

multifaceted problem and highlighted the need for teenage pregnancy prevention
programmes. According to Oringanje, Meremikwu, Eko, Esu, Meremikwu and Ehiri (2009)
numerous prevention strategies such as health education, skills‐building and improving
accessibility to contraceptives have been employed by countries across the world, in an effort
to address the problem of teenage pregnancy. In spite of the increase in programs aimed at
preventing teenage pregnancies, the rate of teenage births is still very high.

Willan (2013) notes that teenage pregnancy prevention programmes should focus on a
number of areas including: gender equality programmes across communities and schools;
comprehensive sex education to include elements of gender awareness, gender equality and
women’s rights; clinics which are adequately staffed, accessible and supplied with a full
range of contraceptive options; appropriately trained health care workers
(on the range of modern contraceptives, the need for dual protection and to reduce
‘moralising’ attitudes) and scaled up, accessible, appropriate and acceptable to teenage users
family planning initiatives.

Oyedele, Wright and Maja (2015) add that adequate prevention strategies to teenage
pregnancy to include families, governments at all levels, businesses, communities and
education interventions. Furthermore Oyedele, Wright and Maja (2015) argue that teenage
pregnancy prevention messages need to be contextualised for age and culture and should use
all media and platforms, with apportioning judgment. According to Davis (1996) teenagers
should play a central role in teenage pregnancy prevention programmes by being involved in
needs assessment, decision-making as well as the selection of the interventions, program
design, implementation and evaluation.

Taylor, Jinabhai, Dlamini, Sathiparsad, Eggers & De Vries (2014) emphasize the importance
of including both sexes in teenage pregnancy prevention instead of focusing only on teenage
girls. Taylor, Jinabhai, Dlamini, Sathiparsad, Eggers & De Vries (2014) argue that this is
necessary for promoting abstinence or consistent condom use and to create barrier methods to
prevent transmission of HIV and other STIs. In order for teenage pregnancy prevention
initiatives to be successful both sexes should be involved. Little is generally known about
how to reach teenage males or how to influence their reproductive behaviour as a result

3
knowledge needs to be developed on pregnancy prevention programs that involve males
(Lindberg, Ku & Sonenstein, 2000).

These studies have provided insight into the nature of the teenage pregnancy prevention
programmes and they have highlighted different aspects to focus on. However there is a lack
of information about how teenage males could and should participate in pregnancy
prevention efforts in research studies. Moreover the research studies have overlooked the
perceptions and attitudes of male teenagers on what their role is in teenage pregnancy
prevention. Sexual behaviour involves two partners, and decisions to have sex and to use
contraception undoubtedly reflect both partners’ perspectives as a result it is important to
understand overlooked the perceptions and attitudes of male teenagers on what their role is in
teenage pregnancy prevention.

In South Africa most teenage pregnancy prevention programs have specifically targeted
young women and not young men. There hasn’t been much focus on the impact of teenage
pregnancy on the teenage fathers in research and literature. According to Willan (2013) this
in many ways reflects societal, gendered prejudices that responsibilities for ‘falling pregnant’
and being a ‘teenage parent’ lie with the girl, and further that the role of parenting should be
born almost exclusively by the mother.

Therefore the research is going to explore the role of adolescent men and their motivation for
fertility decision-making in their relationships. This study intends to get the views of male
teenagers as both potential and actual fathers, on their role in combating adolescent
pregnancy in Soweto Township, Gauteng. The results of this study might lead to bigger
research and may add to a gap in the existing knowledge regarding the role adolescent boys
in teenage pregnancy prevention.

1.4 Research Question

What are the perceptions of adolescent on what their role is in teenage pregnancy prevention
in Kliptown?

1.5 Aims and objectives of the study

Primary aim of the research

The primary aim for this research was to explore the perceptions of adolescent males on their
involvement in teenage pregnancy prevention in Kliptown.

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Secondary objectives of the research

To investigate what adolescent males perceive as their role in teenage pregnancy

prevention.
To explore the adolescent males’ level of awareness about teenage pregnancy.
To identify what sources of information adolescent males used to obtain information
about teenage pregnancy.
To assess adolescent males awareness of the various forms of available contraception.
To investigate the attitude of adolescent males on the use of contraceptives, abortion
and the risk of HIV/AIDS and STI’s.
To explore adolescent males’ perceptions on the responsibilities placed on being a
teenage father.
1.6 Organization of the research report
Chapter two discusses the literature reviewed for this study and theoretical framework and
chapter three discusses the research design and methodology employed in this study. Chapter
four presents the data analysis through interviews. Chapter five will provide a discussion of
the findings of the study, limitations of the study and recommendations.

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 CHAPTER TWO
LITERATURE REVIEW

2.1. Introduction
The literature review will look at defining the concept “Teenager” and teenage pregnancy,
look at the importance of focusing on teenagers, the status of teenage pregnancy in South
Africa, the South African legislation that speaks to teenage pregnancy, factors that contribute
to teenage pregnancy, the status of teenage fathers in South Africa and the theoretical
framework that is applied to analysis of this topic.

2.2. Definition of key concepts

“Teenager”

The World Health Organisation identifies adolescence as the period in human growth and
development that occurs after childhood and before adulthood, from ages 10 to 19 (WHO,
2011). According to Whitmire (2000) adolescence is a bridge between childhood and
adulthood, a transition period between these two developmental stages. In some documents
adolescents are referred to as teenagers, in this report the terms adolescent and teenager are
used interchangeably.

Teenage pregnancy
According to Kanku and Mash (2010) teenage pregnancy is defined as a teenaged or
underage girls (usually within the ages of 13–19) becoming pregnant.

2.3 The importance of studying teenagers

It is important to focus on teenagers as this is a stage of development characterised by

physical, psychological and emotional development and social changes (Erikson, 1963).
Adolescence is characterised by thinking which becomes abstract, conceptual and future
orientated (Piaget, 1958). In his theory of development Erik Erikson argues that adolescence
is a critical transitional stage from childhood to adulthood and that a teenager has a task to
develop their individual identity. However teenage parents might not have the cognitive
capacity and the psychosocial skills necessary for parenting. Moreover teenage parents might
not get the opportunity to experiment with various roles which will affect their identity
development.

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Jewkes, Morrell and Christofides, (2009, p. 678) reflected on the teen years as a key time for
exploring and establishing ones gender identity, they noted that for boys ‘in a context of
poverty and limited alternatives, securing and maintaining sexual relationships are critical to
self-evaluations of masculine success as well as peer group positioning’.

Gendered norms shape the way adolescents view sexuality and play an important role in
sexual behaviour, risk-taking attitudes and their use and access to information and services
(World Health Organization, 2011). Mkhwanazi (2010) argues that gendered norms
encourage boys to be sexually active whilst girls are encouraged to be ‘sexually innocent’.
Despite the fact that pregnancy involves both males and females girls are told that they must
protect themselves from pregnancy and are blamed should they fall pregnant, and also
expected to be ‘sexually ignorant’’ (Mkhwanazi, 2010). This confusion on which Mkhwanazi
(2010) commented on as the mixed messages sent out to girls while boys are encouraged to
be sexually active.

2.4 The status on teenage pregnancy in South Africa

Adolescent pregnancy is a complex issue with many reasons for concern; it is an important
public health problem as well as socioeconomic challenge to society (Osaikhuwuomwan &
Osemwenkha, 2013). Teenage pregnancy is a global reproductive health promotion problem
that affects teenagers, families and communities, both in developed and developing countries,
as children aged 10 to 19 years, unmarried and still at school, become pregnant (Mchunu et
al. 2012:428). Teenage pregnancy may be coupled with complications associated with a
variety of obstetric, social, educational and health-related problems; hence it is important to
prevent its occurrence (Masemola-Yende & Mataboge, 2015).

According to Masondo (2013) Statistics derived from the 2013 Household Survey in South
Africa indicated that there were 99 041 pregnant school girls in 2013, which showed an
increase of 17 363 over the previous year. Masondo (2013) noted an increase from the 81 000
pupils who fell pregnant in 2012 and 68 000 in 2011. According to the General household
survey conducted by Statistics South Africa (2015) the prevalence of teenage pregnancy in
2015 increased with age, rising from 0, 6% for females aged 14 years, to 9, 7% for females
aged 19 years.

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2.5. Factors that contribute to teenage pregnancy

Individual factors
Arain, Haque, Johal, Mathur, Nel, Rais & Sharma (2013) argues that adolescents are limited
by their cognitive development in making critical decisions. Berk (2010) argues that although
adolescents can consider many possibilities when faced with a problem, they often fail to
apply this reasoning to everyday situations. This suggests that due to their limited formal
reasoning skills, some adolescents may take risky decisions or behave in ways that put their
lives at risk, such as choosing not to use condoms in all their sexual encounters.

Teenage pregnancy has been associated with frequent sex without reliable contraception,
sexual coercion, poor sexual communication between partners, the perception that most of
your friends have been pregnant or that one has to prove one’s fertility and promiscuity
(Vundule, Maforah, Jewkes & Jordaan, 2001). According to Ekstrand, Larsson, Von Essen &
Tyden (2005) liberal attitudes `towards casual sex, alcohol consumption, fear of hormonal
contraceptives and poor school-based sexual education have also been associated.

In a study conducted by Willan (2013) which was aimed at exploring knowledge, access to,
and use of, contraceptives they found that many teenagers have a basic knowledge about
contraceptives and protection from unplanned pregnancies, STIs and HIV. However, many
reported insufficient contraceptive knowledge and not using contraceptives correctly and
consistently, as well as limited reproductive knowledge about fertility and conception
(Willan, 2013). Buga, Amoko & Ncayiyana (1996) notes that the reasons for not using
contraception also include ignorance, fear of parents finding out, shyness in going to the
clinic and disapproval from the boyfriend.

Societal factors

Teenage pregnancy in South Africa is driven by many factors including: gender inequalities;
gendered expectations of how teenage boys and girls should act; sexual taboos (for girls) and
sexual permissiveness (for boys); poverty; poor access to contraceptives and termination of
pregnancies; inaccurate and inconsistent contraceptive use; judgmental attitudes of many
health care workers; high levels of gender-based violence; and poor sex education (Jewkes,
Morrell and Christofides, 2009).

Children born to teenage mothers are themselves more susceptible to falling pregnant as
teenagers (Kanku & Mash, 2010). Parents of teenage mothers and teenage fathers are often

8
considered by their teenagers to have ‘permissive attitudes’ regarding premarital sex and
pregnancy. However, parents with permissive attitudes about sex or premarital sex, or those
that have negative attitudes about contraception have teenagers who are more likely to have
unsafe sex and become pregnant (Dittus & Jaccard, 2000, p. 26).

Several studies point out that the financial dependence of adolescent girls on their male
partners, most of whom are older than them put these at risk of unplanned pregnancies as
they are depend on these “financial powerful” men for financial support (Clarke, 2005;
Dickson, 2005; Males, 1993; Mwite, Nkambule, Wildschutt & Richards, 2005). Power
imbalances in sexual relationships between men and women make the men to hold sexual
decision-making power and little room to negotiate contraceptive use with partners (Panday,
Makiwane, Ranchod & Letsoalo, 2009). However, respectability among men is still strongly
tied to their right to make decision about when, where and how happens, to be highly
sexually active and have multiple partners (Panday, Makiwane, Ranchod & Letsoalo, 2009).

Structural factors

According to Flanagan, Lince, Durao de Menezes and Mdlopane (2013, p. 17) poverty is both
a contributor and a consequence of early pregnancy because some are involved sexually with
older men in relationships where gifts such as money, clothes, and other goods are exchanged
for sexual favours. Mkhwanazi (2010) notes that poverty decreases a girl’s ability to
negotiate condom use, and can keep her in abusive relationships, and creates a further layer
of unequal power.

According to (Panday et al., 2009, p. 87) family planning services are provided to young
people with the purpose of making available reproductive health services, provide
contraception including condoms and improving their knowledge and skills to use them.
However Wood & Jewkes (2006) notes that at the clinic teenagers are offered little choice of
contraceptive method and given poor explanations of the side effects and mechanism of
action, which contributes to a low uptake of contraception, despite it being free. According to
Kanku & Mash (2010) health workers have been accused of turning away young teenagers
from family planning clinics, and accusing them of being too young for sex. According to
Reynolds et al., (2004) young people often do not use contraceptives or use them
inconsistently due to contraceptive service providers’ unfriendly attitudes toward them and
the lack of assurance for confidentiality.

9
Sexual health education in the form of life skills has been introduced as a compulsory part of
the school curriculum, but the way in which it is implemented is not successful (Kanku &
Mash, 2010). Most educators are not well equipped on how to implement it. Eventually
teenagers do not get the necessary information about sex education (Panday et al (2009, p.
53).

2.6 The status of teenage fathers in South Africa

Available international research suggests that the profile of young fathers is no different from
young women – they tend to come from low income homes, have poor school performance,
low educational attainment and seldom have the financial resources to support the child and
the mother. In South Africa the teenage years are characterised by generally socially
sanctioned freedom and sexual experimentation for both genders, but particularly for young
men (Wood & Jewkes, 1998).

According to Jacob and Marais (2013) in a context of poverty and limited alternatives, young
fathers’ sense of responsibility is mostly tied to their sense of masculinity, which is defined
and achieved as the following: sexual performance and the belief that men should be seen as
sexually vigorous; securing and maintaining sexual relationships are critical to self-
evaluations of success and peer group positioning. Teenage fathers are often overlooked in
attempts at addressing the challenge of teenage pregnancy and most research studies have
focused on the teenage mother and baby who need support and help but neglect to think about
the impact of fatherhood on teenage males (Swanson, 2013).

Teenage fathers are affected by parenthood, they need help, advice, encouragement to take
responsibility both for the babies they have fathered and their own education and future
(Njambatwa, 2013. Adolescent fatherhood has been associated with: low economic
backgrounds; lower educational attainment; and fewer employment opportunities than their
childless peers (Jacobs & Marais, 2013). Young men involved in adolescent pregnancies
were more psychologically distressed than those who did not have a pregnant girlfriend in
adolescent stage (Buchanan & Robbins, 2005). This is because teenage fathers are
developmentally immature and thus are emotionally and cognitively unprepared to cope with
the responsibility of parenting (Hudson & Ineichen, 1991). Despite this majority of teenage
fathers felt obliged to meet certain responsibilities for the baby and mother (Barret &
Robinson, 1982).

10
Jacobs and Marais (2013) argued that some of the reasons for having children at young age
ranges from: alcohol use, desire to have sex without a condom, ignorance about condoms,
contraceptives and general reproductive biology, beliefs that condom use is associated with
mistrust and infidelity/promiscuity, lack of supervision and adult involvement in their lives,
sense of invulnerability and wanting and actively seeking an opportunity to father a child
(legacy/fear of premature death, desire for fatherhood, secure relationship with teen mother,
peer pressure, pride and evidence of masculinity)

According to Swartz, Bhana, Richter and Versfeld (2013) barriers to young fathers’
involvement with their children include financial, cultural and relational. Financial support
often overshadows other aspects of fatherhood, such as contact time, physical care and
emotional support. This is a challenge for teenage fathers in contexts of poverty as they tend
to have limited access to finances due to their continuing education and absence of income.
Culturally young, black African men are required to make damage payments to the family of
the mother of his child in order to be allowed to be involved in their children’s lives. This is a
challenge for teenage fathers as they do not have the money to make damage payments. A
poor relationship with the child’s mother can also reduce a teenage father’s ability and desire
to play a fathering role. In light of the above South Africa has in its endeavour to reduce the
prevalence of teenage pregnancy has formulated the following legislation.

2.7 South African Legislation regarding teenage pregnancy

According to Willan (2013) the South African policy environment creates a relatively
progressive space around teenage sexuality, teenage pregnancy and motherhood. The
different legislation that have a bearing on teenage pregnancy in South Africa include the
Constitution of the Republic of South Africa Act (108 of 1996), the Child Care Act (84 of
1996), the Criminal Law (Sexual Offences and Related Matters) Amendment Act 32 of 2007,
the Education policy and the Choice on Termination of Pregnancy Act (Act 92 of 1996).

The South African Constitution

The South African Constitution (1996) ‘protects the right (of all citizens including children)
to make decisions regarding reproduction and the right to access health care services,
including reproductive health care’(Hoffman-Wanderrer, Carmody, Chai & Rohrs, 2013,
p.4). However, implementation presents a severe obstacle, with many teenagers reporting

11
difficulties in actually accessing sexual and reproductive health services, and feeling judged
by health care workers and teachers for being sexual (Willan, 2013).

The Child Care Act

Section 134 of the Children’s Act 2005 states that it is illegal to refuse to sell (or supply
freely available) condoms to children aged 12 or over. In addition other forms of
contraception can be supplied if the child is mature enough to understand the implications
and it is clinically appropriate. If a minor seeks contraceptive advice without parental
consent, his/her confidentiality should be respected, unless there are reasonable grounds for
suspecting the child is being exploited or abused.

The Act indicates that legal parenthood status (for a mother or a father) requires that the
parent has both the right and the responsibility to care for, maintain contact with, act as
guardian for and contribute to the maintenance of the child. These rights are automatically
conferred on mothers over the age of 18 and fathers married to, or in a permanent life
partnership with, the mother at the time of conception or birth of the child. For biological
teenage fathers not in one of these relationships with the mother of their child, paternity
requires that maintenance for the child is paid, but does not confer the rights and
responsibilities of care, contact and guardianship. This can be challenging for teenage fathers
who are still in school. The Act assumes that fathers have the power to determine the degree
to which they are involved in their children’s lives. However this is not always the case with
teenage fathers.

The Criminal Law (Sexual Offences and Related Matters) Amendment Act 32 of 2007.

Sections 1, 15, 16 & 57 of the Criminal Law (Sexual Offences and Related Matters)
Amendment Act 32 of 2007 states that at the age of 16 children are considered both capable,
and mature enough to consent to sex. However Section 54 of the Act places an obligation on
anyone with knowledge (or a reasonable suspicion) of a sexual offence against a child to
report it to the police and there are harsh penalties for failure to report.

The Choice on Termination of Pregnancy Act

The Choice on Termination of Pregnancy Act (Act 92 of 1996) states that “no consent other
than that of the pregnant woman shall be required for the termination of a pregnancy."
However a girl of any age can request a termination of pregnancy, but if she is a minor, she
should be advised to consult with her parents/guardian, though she should not be denied a

12
termination of pregnancy if she fails to do so. Terminations are performed for free at
government hospitals and clinics in the first three months of pregnancy. Despite the
legalization of abortion in South Africa in 1996 and the progressive increase of service
availability in public and private facilities over time, few teenagers report using legal services
for termination of pregnancy in both quantitative (3%) and qualitative data. Failure to use
legal services is related to the ensuing lack of information about the costs of termination and
the stage of gestation at which legal termination can take place, as well as the stigma of
pregnancy and abortion generated in the community and replicated within the health system.

Education Policy

Girls who become pregnant in South Africa are not expelled during pregnancy nor are they
prohibited to return to school after giving birth (Olivier, 2000). As a result teenage pregnancy
doesn’t interfere with their studies. South Africa’s liberal policy that allows pregnant girls to
remain in school and to return to school post-pregnancy, has protected teenage mother’s
educational attainment and helped delay second birth. However, only about a third of teenage
mothers return to school. This may be related to uneven implementation of the school policy,
poor academic performance prior to pregnancy, few child-caring alternatives at home, poor
support from families, peers and the school environment, and the social stigma of being a
teenage mother.

2.8 Theoretical Framework Guiding the Study

Bronfenbrenner’s ecological model addressed the complex and multi-determined nature of

the social problem of adolescent pregnancy with its conceptualization of the individual as
being affected by the larger systems levels (Corcoran, Franklin & Bennett, 2000). Moreover
Bronfenbrenner's ecological model can be used to help understand the contributing factors in
adolescent pregnancy and that the behaviour of teenagers is the result of the knowledge,
values, and attitudes of individuals as well as social influences, including the people with
whom they associate, the organizations to which they belong, and the communities in which
they live (Corcoran, Franklin & Bennett, 2000).

2.9 Summary of Chapter

This chapter reviewed the literature available on teenage pregnancy. The literature helped us
to understand why it is important to understand the stage of adolescence when looking at
teenage pregnancy. This chapter reviewed the status on teenage pregnancy in South Africa to

13
understand the severity of the problem. In addition this chapter looked the factors that
contribute to teenage pregnancy in South Africa. Moreover this chapter contextualised the
status of teenage fathers and the challenges that they face in fulfilling their roles as fathers. In
response to the challenge of teenage pregnancy the South African government developed
appropriate legislation to address this problem. Bronfenbrenner’s ecological model was
applied to the problem of teenage pregnancy.

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 CHAPTER THREE
METHODOLOGY

3.1. Introduction
This Chapter discusses the research methodology that was employed in this study in order to
achieve the aims and objectives of the study. The first part of this chapter outlines research
question, the primary aim and objectives of the study and provides a detailed description of
the research approach and design used to answer these research questions. In addition, it
describes the sampling, research instrument and the data collection process. Furthermore, it
describes the manner in which trustworthiness of the research methodology was enhanced.

3.2 Main Research question

What are the perceptions of adolescent on what their role is in teenage pregnancy prevention
in Kliptown?

3.3. Primary aims and secondary objectives

Primary aim

The primary aim for this research is to explore the perceptions of adolescent males on their
involvement in teenage pregnancy prevention in Kliptown.

Secondary objectives

To investigate what adolescent males perceive as their role in teenage pregnancy

prevention.
To explore the adolescent males’ level of awareness about teenage pregnancy.
To identify what sources of information adolescent males used to obtain information
about teenage pregnancy.
To assess adolescent males awareness of the various forms of available contraception.
To investigate the attitude of adolescent males on the use of contraceptives, abortion
and the risk of HIV/AIDS and STI’s.
To explore adolescent males’ perceptions on the responsibilities placed on being a
teenage father.

15
3.4 Research approach and design
Research approach

This research study utilized the qualitative research approach. Creswell (2013, p. 4) notes that
qualitative research is “a means for exploring and understanding the meaning individuals or
groups ascribe to a social or human problem”. According to Creswell (2013) the process of
research involves emerging questions and procedures; collecting data in the participants'
setting; analysing the data inductively, building from particulars to general themes; and
making interpretations of the meaning of data. A qualitative research approach was useful in
this study as it allowed the researcher to get an in-depth understanding of the perceptions of
adolescent males on what is or what should their involvement in teenage pregnancy
prevention in Kliptown.

Qualitative research approach was useful because it goes hand in hand with social work
values, knowledge and skills (Shaw & Gould, 2001). For example when interviewing
participants the researcher applied social work skills such as active listening, probing,
questioning and clarification skills. The researcher got the opportunity to establish rapport
with participant and that will lead to participant feeling free to interact with the researcher
(Creswell, 2013). One of the strengths of a qualitative research is working with a small
sample, as it provides rich and detailed data (Terre-Blanche, Durrheim & Painter, 2006).

Research design

According to Creswell (2013) research designs are plans and the procedures for research that
span the decisions from broad assumptions to detailed methods of data collection and
analysis. It involves the intersection of philosophical assumptions, strategies of inquiry, and
specific methods. The research study applied the phenomenological research to enable the
participants to describe their experiences, their thoughts, feelings and ideas about teenage
pregnancy. During the interviews the participants described their experiences without the
researcher directing or suggesting their description in any way. to gather the participants'
descriptions of their experience. This was important as the purpose of the research was to
explore the perceptions of adolescent males on their involvement in teenage pregnancy
prevention, not the meaning that the researcher brings to the research. Phenomenological
research is a qualitative strategy in which the researcher identifies the essence of human
experiences about a phenomenon as described by participants in a study (Creswell, 2014).

16
3.5 Population and sampling
Due to the nature of the research non-probability sampling procedure and convenience
sampling was applied. Convenience sampling includes participants who are readily available
and agree to participate in a study (Latham, 2007). The population for the study will included
male teenagers at the Kliptown Youth Programme. A sample of 10 male teenagers aged 18 to
19 years was drawn from this population.

3.6 Research Instrumentation

Semi-structured individual interviews were utilized to collect data in the research process
with ten male teenagers aged 18-19 years. An interview schedule with a few open-ended
questions was used to guide the interview process and to obtain specific information aimed at
understanding participants’ perceptions on their role in teenage pregnancy prevention. The
interview schedule involved open ended questions which covered the themes that were
relevant to the research topic. A copy of the Interview schedule is provided as Appendix A.

Pre-testing of the research instrument

The pre-test was conducted with two participants in order to determine the appropriateness
and clarity of the interview questions. One of the advantages of pre-testing the research
instrument is that it might give advance warning about where the main research project could
fail, where research protocols may not be followed, or whether proposed methods or
instruments are inappropriate or too complicated (Van Teijlingen & Hundley, 2002). The
participants in the pre-test were given an opportunity to state their views on the interview
questions. The participants indicated that the questions were clear and relevant to the research
question. Therefore the researcher did not amend any questions.

3.7 Data Collection

Data were collected through semi-structured individual interviews. Semi-structured
interviews were used to gain a detailed picture of the participants’ perceptions of their role in
teenage pregnancy prevention. The semi-structured interview enabled the researcher to
understand what participants perceive as their role in preventing themselves from making
someone pregnant. According to Descombe (2000) argue that flexibility on the part of the
interviewer and the interview is vital as it ensures that interviews are allowed to speak more
broadly on issues raised by the researcher. In addition the semi-structured interview helped
the researcher to ask in depth questions and for the participants to express their experiences.
Moreover the researcher was able to probe further during interviews with participants and to
17
explore new themes as they emerged during the interviews. The semi-structured interviews
allowed the participants to speak about their own experiences and perceptions without being
led.

The researcher had a meeting with the participants to go through the participant information
sheet and to explain that they could feel free to express their true feelings and opinions as the
researcher will ensure anonymity and confidentiality. The researcher explained the aims and
objectives of the research and the ethical issues relevant to the research. The researcher
sought permission from the participants to tape-record the interviews for the study. During
the meeting with participants the researcher arranged a specific place and time for the
interviews with participants. All the interviews were arranged by appointment in advance of
the interview and were all carried out at a time and venue convenient to the participants.

3.8 Data Analysis

The research process included ten individual interviews to gather rich information.
Data analysis was done manually using thematic analysis. Braun and Clarke (2006) explain
thematic analysis as a method of identifying, analysing and reporting themes within data.
They continue stating that thematic analysis is important as it mainly organize and describe
data set in details, and also interpret various aspects of the research topic. In addition
thematic analysis can report experiences, meanings and realities of participants and that allow
Braun and Clarke (2006) to argue that it can be classified as essentialist and/or realist.
Nevertheless it can also be a constructionist method, which examines the ways in which
events, realities, meanings, experiences are the effects of a range of discourses operating
within society (Braum & Clarke, 2006).

3.9 Trustworthiness
Pitney and Parker (2009) argue that in qualitative research it is important to address the three
key concepts of trustworthiness such credibility, transferability and dependability. However
for this study only three key concepts were looked at and those are the credibility,
confirmability and dependability.

Credibility

According to Pitney and Parker (2009) the concept of credibility relates to whether the
findings of the study are believable, accurate and are supported by the data. To ensure
credibility in the study the researcher adopted the strategy of triangulation. The researcher

18
made use of thick description strategy to enhance credibility by providing a detailed
description of the research procedures and the theoretical framework guiding the study.

Dependability

Dependability is said to be achieved through an inquiry audit, whereby details of the research
process including the processes of defining the research problem, collection and analyzing of
data, and constructing reports are made available to research participants and other audience
(Pitney and Parker; 2009). According to Creswell (2009) ‘external audit’ which means
someone examines the research process and product to ensure that the study’s findings are
consistence with its data. The researcher kept memos documenting the evaluation of the
emergent themes, their answers to research questions, any change to interview questions, and
the details of participants’ selections.

Confirmability

According to Pitney and Parker (2009) confirmability refers to the degree of neutrality or the
extent to which the findings of a study are shaped by the respondents and not researcher bias,
motivation, or interest. The researcher enhanced confirmability through the use of the
supervisor to check if the researcher’s interpretation of the data is an accurate representation
of the perceptions of the participants.

3.10 Ethical Considerations

The following ethical considerations have been identified as relevant in the conduct of this
study:

Ethics approval and permission

I received permission from the manager of Kliptown Youth Programme and the Wits Human
Research Ethics Committee (Non-medical) to conduct the study.

Informed consent

According to Monette, Sullivan, De Jong and Hilton (2014) informed consent refers to
ensuring that potential participants are informed about every aspects of the research study
which will influence their decision to give consent to participate in the study. Therefore the
information sheet was provided to participants to request them to take part in this study.
Participants were informed of the purpose and procedure of the study. Participants were

19
informed that their participation in the study is voluntary and that they could withdraw from
participating at any point if they wished to do so. The participants’ right to remain
confidential was extended to include exclusion of any information that could identify them.
Copies of the consent forms for participation in the study and for tape-recording of the
interviews are provided as Appendices B and C.

Anonymity and confidentiality

The researcher explained to the participants the principle of confidentiality and its limitations.
The researcher explained to the participants that the supervisor will have access to
information because she will be marking the research report and will listen to the tape
recordings. The researcher kept the interview recordings and the transcriptions in a password
protected computer and identifying details of the participants were changed as the researcher
used pseudonyms to ensure that what was discussed in the interview would be kept private.
The identifying details of the participants were not included in the final report.

Voluntary Participation and right to withdraw

Rubin and Babbie (2007) argue that it is important to emphasize that participating in the
research was strictly voluntary and that the participants were not coerced or manipulated to
take part in the. The researcher informed the participants about the research and its purposes
and invited the participants to participate in the study. The researcher explained to the
participants that they did not have to take part in the research if they were not willing to
participate. The researcher explained to the participants that choosing not to participate in the
study will not affect them negatively.

According to Walsh and Wigens (2003) the researcher should inform the participants that
they should feel free to ask questions relevant to the research study, and that if they are not
comfortable about answering the interview questions they may decline to do so and may
withdraw from the study without any negative consequences. The researcher explained to the
participants that they had the right to withdraw from the study at any time if they felt
uncomfortable and it was emphasized that there would be no negative consequences or
penalties. The researcher provided information to participants regarding these principles in
the Participant Information Sheet attached as Appendix B.

20
3.11 Summary of the Chapter
This chapter described the research approach and the research design employed in the
research study. In addition this chapter provided an overview of the population and the
sampling for the research study. Moreover this chapter discussed the pre-testing of the
research instrument. Furthermore this chapter described the data collection a well as the data
analysis methods applied in the research study. In addition the trustworthiness of the study
was discussed and the ethical considerations.

21
 CHAPTER FOUR
RESULTS AND DISCUSSION

4.1. Introduction
This chapter presents and discusses findings which have been analysed using thematic
analysis process. Firstly, the demographic information of participants is provided to give
overview of teenagers who participated in the study. The findings are presented under themes
and sub-themes that emerged and were identified in accordance to the research objectives. In
some instances the themes that emanated from the responses are illustrated with verbatim
quotes from participants to demonstrate the findings.

4.2. Profile of participants

Table 4.2 shows the demographic profile of teenage males who participated in the study. The
table indicates that their ages ranged from 18 to 19 years. The study included teenage males
who were fathers, who had made someone pregnant and those who had not. The participants
responded in Sesotho, English and IsiZulu when they were interviewed. The researcher
requested a colleague who is fluent in all three languages to help with translating the data to
ensure that the perceptions of the participants were accurately captured.

Table 4.2 Demographic profile of participants (N=10)

Category Sub-Category No. of participants

Age in years 18 4
19 6
Gender Male 10
Female 0
Home Language IsiZulu 7
Sesotho 3
School grade 10 2
11 5
12 2
post matric 1
Number of children 0 3
Pregnant Partner 1
1 5

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 1+ Pregnant partner 1

4.3. Presentation of themes

Table 4.3 shows the themes that emerged during data analysis.

Themes Subthemes
Reasons teenage girls fall pregnant. a. Baby trapping
b. Alcohol and substance abuse
The consequences of teenage pregnancy. a. Challenges experienced by teenage
fathers
b. The responsibilities of being a father
c. Attitude towards abortion.
d. concerns over HIV/AIDS or STI’s
Sources of information on teenage a. Community outreach programs
pregnancy. b. Sex education at school

Communication regarding safe sex. a. Parents

b. Partners
Awareness about pregnancy prevention a. Accessibility of pregnancy prevention
methods. methods
b. Challenges with using pregnancy
prevention methods
c. Consistency in using the pregnancy
prevention methods
d. Information required regarding
pregnancy prevention methods.
e. Decisions and responsibility about
family planning
f. role of teenage males in teenage
pregnancy prevention

4.4. Reasons teenage girls fall pregnancy

When exploring the perceptions of teenage males on the causes of teenage pregnancy, the
participants had different ideas on what causes teenage pregnancy. The participants identified

23
baby trapping as well as alcohol and substance abuse as the main causes of teenage
pregnancy.

Baby trapping
The participants highlighted that they believed that teenage pregnancy was a result of what
they called “baby trapping”. The participants believed that teenage girls would intentionally
trap them by falling pregnant for three reasons; if the girls believe that they can afford things
and that they have money, if they are in love with the teenage boys and if they want them to
be committed to their relationship and to stop promiscuity. The participants’ fear of being
trapped with a baby influenced them to consistently use pregnancy prevention methods out of
fear of becoming teenage fathers.

“Because here in the townships, girls want to be pregnant and when they see that you
afford some things they try to trap you with a baby” Participant 4

“Sometimes girls would trap them with a baby if they love you but you are not
committed to them and you are dating other girls to. She will trap you in order to
make you commit to her since she will be having your baby” Participant 1
Alcohol and substance abuse
The participants highlighted that they thought the use of alcohol and drugs increased their
chances of them making someone pregnant. The participants identified alcohol and drug use
as a contributing factor to risky behaviour by teenage males. The participants were aware of
the need to use condoms. However they explained that when they are intoxicated they forego
the use of condoms. In some instances they convinced each other as friends to prioritize fun
over playing it safe.

“yes…under the influence you are more likely to make a mistake and then wake up in
the morning shocked to see a girl sleeping next to you.” Participant 3

“It is easy to use it but then when you are drunk it’s difficult. When we go out with my
friends to have fun we often don’t think about condoms so we don’t use it.”
Participant 1

24
 4.5. The consequences of teenage pregnancy
Participants were aware of teenage pregnancy and they had a negative view about teenage
pregnancy. The participants viewed teenage pregnancy as a barrier to achieving their goals.
However, the participants who do not have babies of their own viewed teenage pregnancy as
a huge burden to teenage mothers than fathers. The same participants viewed teenage
pregnancy as unacceptable. Although teenage pregnancy is a result of an act involving and
affecting both partners, their understanding of teenage pregnancy is skewed towards girls
being the only ones involved and affected in teenage pregnancy. They perceived teenage
pregnancy as having negative consequences for teenage girls.

“I know that it is not a good thing for people our age because they still have dreams
and things that they would like to achieve. So as soon as they get pregnant they won’t
be able to reach their goals as they have to carry the baby for 9 months and then
spend the following year looking after the baby”. Participant 10

“There are a lot…having a child would mean that I will never have anything in life.
For example if I get someone pregnant I will not be able to go to school and I will be
forced to start working to support the baby. I won’t be able to enjoy my money when I
work so I don’t think teenage pregnancy is a good thing.” Participant 10

Challenges experienced by teenage fathers

Teenage fathers in the study were aware of the consequences of teenage pregnancy as they
experienced them. When exploring their perceived consequences of teenage pregnancy
teenage fathers in the study shared their challenges. Participant indicated that the biggest
challenge they faced was in terms of supporting their children financially. Since the teenage
fathers were still in school they had to depend on their parents to financially support their
children. However some of the teenage fathers worked during weekends to make money to
support themselves and their children. The participants explained that their parents have
stopped buying them clothes or giving them an allowance for school. In addition the
participants explained that becoming fathers had affected their schooling as sometimes they
had to be absent from school. The participants explained experiencing negative treatment
from teacher at school for being teenage fathers. Moreover they explained that having
children has changed their relationship with their partners as they struggle to meet the
demands of being a learner at school, a partner to their girlfriend, a friend and a father.

25
 “I think the biggest challenge is when I don’t have money. Then there will be days
when I have to borrow money for something urgent. For example, if the child gets sick
and needs to go to the doctor or if the mother of my child is in hospital, so money is
needed urgently. I would have to borrow money from my brother.” Participant 3

“I am now scared to ask my mother for things that I need since she needs to buy
clothes for the baby. I don’t stay with my father but I call him sometimes. I ask him for
money to buy things for myself. I ask him not to tell my mother because if she knows
she will take the money and want to buy things for the baby with it.” Participant 1

The responsibilities of being a father

Participants highlighted the importance of acknowledging the paternity of the child as part of
the responsibilities of being a father. In addition the participants highlighted the importance
of having a good relationship with their children. Moreover the participants emphasized the
importance of being able to support the child financially. Furthermore the participants viewed
being able to provide for the child financially as an important determinant for being a good
father.

“They have to be there for their child every day after school. They have to buy things
for their child and my mother has told me that baby things are expensive.” Participant
4

“To be a good father so that she doesn’t make the same mistakes that I did in
life…someone who is able to provide for their child. When their child asks for
something they are able to do it for them when your child needs something they are
able to provide for your child.” Participant 2

“To provide for the child… Next year my child has to go to school and I am worried
about how I will be able to pay for his school fees as I don’t work and the mother of
my child doesn’t work too.” Participant 8

“Sometimes when I am not attending during the weekends I go to work. Other times
we are argue because when she has come to visit with the baby and the baby starts
crying she expects me to do something about it and sometimes I am too tired from
studying that I just want to sleep. I don’t know how to assist her with the baby and
because of that it is affecting our relationship as she threatens to stop coming to visit
with the baby.” Participant 3

26
Attitude towards abortion
The Choice on Termination of Pregnancy Act (Act 92 of 1996) makes provision for teenage
girls to access legal services for termination of pregnancy. However despite this none of the
teenage fathers in the study considered abortion when they found out that they had made
someone pregnant. In addition the participants who had pregnant partners never considered
abortion when they found out about the pregnancy. Participants displayed negative attitude
towards abortion, they perceived it to be morally wrong, a sin and they were concerned that
they could be aborting their last child.

“I think abortion is wrong that is why I told my girlfriend not to do it. I explained that
I will take responsibility for the pregnancy.” Participant 3

“My mother taught me that no matter what you should never consider abortion as it is
considered to be a sin.” Participant 3

“I don’t think that abortion is right. What if I ruin my girlfriend’s life by making her
do an abortion which might result in her not being able to have a child in future?
Those are some of the thing that I was thinking of. At the clinic they told us that
abortion was not right as it has negative consequences. I knew abortion was not
right.” Participant 8

Concerns over HIV/AIDS or STI’s

The participants indicated that they did not use condoms consistently. As a result the
researcher explored if teenage males were concerned about contracting HIV/AIDS or STI’s
by having unprotected sex. The participants were concerned about contracting HIV/AIDS or
STI’s. Despite this concern some of the participants engage in unprotected sex with multiple
partners. Participants reported having more than two sexual partners.

“I do worry sometimes but then I do tell her that if something negative happens to us I
will put all the blame on her because we both know our status as we have been dating
for a long time. We went to the clinic to get tested for the sake of our protection. So
when we have unprotected sex it is because we both know our status and we know the
consequences of unprotected sex. If I get sick then I will know that I got the sickness
from her.” Participant 3

“yes…many of times it is difficult to tell someone that you are HIV positive so I don’t
want to put myself in that position.” Participant 9

27
 “No… I do think about them once I have had unprotected sex and I get scared.”
Participant 1

4.6. Sources of information about teenage pregnancy.

To understand whether participants had access to information about teenage pregnancy and
how to prevent it, the researcher explored the sources of information that the participants had.
The participants in the study received information regarding teenage pregnancy from from
different sources including their parents, friends, community outreach programs and sex
education at school in Life Orientation.

Community outreach programs

The participants highlighted that they received information about teenage pregnancy and how
to practice safe sex from different community outreach programs that go to schools to
educate teenagers such as Love Life.

‘When I was still in school people from Love Life would come and teach us about how
to condomise” Participant 10

“I got the information at school through Life orientation and people teaching life
skills.” Participant 9

School sex education

The participants highlighted that they learnt about teenage pregnancy and how to prevent it as
part of the Life Orientation subject curriculum at school. When exploring the impact of sex
education at school, participants felt that what they learnt during life orientation was useful as
they learnt about the importance of practicing safe sex and that the use of substances and
alcohol increases their chances of risky behaviour which includes unprotected sex.

“It was helpful as we were able to learn that if you behave well you will be able to get
to matric without having children. Sometimes we have a study group where we
discuss the negative consequences of having sex and sometimes it can have positive
consequences when you have a baby with someone that you are going to marry.”
Participant 3

“My teachers are always telling me that I should use condoms. Everyone knows that
they are supposed to use condoms but they don’t use it as people continue to get
pregnant.” Participant 4

28
 “They teach us that we shouldn’t have sex when we are drunk or under the influence
of drugs.” Participant 1

4.7. Communication regarding safe sex.

Parents
The participants explained that they also learnt about teenage pregnancy during conversations
that they have with their parents about sex and relationships. The participants highlighted
that their parents educated them about the importance of practicing safe sex. In this study
teenage males were having conversations about sex and relationships with their mothers. This
was due to the fact that most of the participants were raised by single mothers. In this study
the participants’ mothers played an active role in teenage pregnancy prevention by
encouraging open discussions with their sons about teenage pregnancy and how to prevent it.
When exploring the experiences of teenage males in talking to their mothers about sex and
relationships, most participants found it easy to communicate with their mothers about sex
and relationships.

“At first I was shy to talk to her about it but she gave me the allowance to do so when
she explained to me that I could talk to her about anything. She explained that there
was no other parent that I could ask as she is a single mother. Therefore I should ask
her it as she will share with me information about anything. For example she
explained to me that when a girl has done an abortion I should not have sex with her
as it will get me into trouble. She shares such things with me and she doesn’t keep
things a secret from me.” Participant 3

“It was easy…they gave me advice to use condoms always.” Participant 5

“Yes it is easy as I always communicate with my mother.” Participant 2

“It is easy to communicate with my mother as she is a doctor so she understands”.

Participant 7

However, there were participants who found it challenging to communicate with their
mothers about sex and relationships. The participants explained that they were scared to
communicate with their mothers about sex as they would assume that they planned to make a
girl pregnant and they felt that it would be easy to communicate with a male about sex and
relationships.

29
 “Obviously I won’t be able to talk to my mother about such things….I am scared of
her. She is my mother so I am afraid to talk to her about sex….because they will think
that I am planning to have a child. I just discuss it at school.” Participant 4

“It was difficult because I am a boy so I couldn’t talk to her about certain things. It
would have been easier if it was my brother or my father.” Participant 1

Partner
To understand how relationship dynamics could affect the sexual practices of teenage males,
the researcher explored whether the participant were able to openly communicate with their
partners regarding safe sex and preventing teenage pregnancy. In this study the
communication with partners dwells mainly on safer sex practices, and the participants found
it easy. The participants were aware of the risk of pregnancy when they do not use
contraceptives. In addition the participants found it easy to communicate with their partner’s
regarding safe sex.

“The thing is I am the type of person who is not afraid to talk about things because if
we don’t discuss it we might find ourselves in trouble.” Participant 10

“It was easy as she always tells me about using condoms. I told her that I was
circumcised so there was nothing to worry about. She warned me about the risk for
pregnancy. So that made me use condoms.” Participant 4

“Yes… it is easy as we communicate. We talk about not wanting to have another

baby. We have been together for a long time o she feels free to talk about anything
and I feel free too.” Participant 8

4.8. Awareness about pregnancy prevention methods

In terms of the different types of pregnancy prevention methods that the participants were
aware of, they identified the use of condoms, pills, injections, the implant and abstinence.
The participants had no knowledge of how contraceptive methods used by girls worked.
Some of the participants only knew that their partners could go to the clinic to receive a
contraceptive but they had no information of the different contraceptive measures.

“We can’t say that people should stop enjoying themselves in bed with sex but it is
easy because there are different methods of prevention. They can use condoms or

30
 their girlfriends can go to the clinic to receive other prevention methods”. Participant
10

“I can tell you about condoms and the pills.” Participant 9

“For me I would say abstinence is the best option.” Participant 9

“I also know about the injections. Another thing that people can do is to abstain until
they get to a certain age where they feel ready to deal with the consequences of
pregnancy”. Participant 10

“I know about the implant and I also know about the pills.” Participant 5

“When we went to the clinic with my girlfriend they told us that if she wanted to
prevent pregnancy she should use an injection. Another option was the implant which
would prevent us from having another baby.” Participant 8

Accessibility of pregnancy prevention methods

The participants explained that they found it easy to access condoms as they were available in
clinics, taverns, salons, garages and toilets.

“I get them at the clinic and in stores. I usually use the flavoured ones. Sometimes
when I go out and I meet a girl I go to buy it at the garage. Because I have met her for
the first time I can’t trust her so I have to use protection.” Participant 3

“Yes it is easy. All the hair salons have condoms so once you are done cutting your
hair you can get free condoms”. Participant 4

“My friend’s brother works at the clinic so when he comes home with them we take
them.” Participant 1

Challenges with using pregnancy prevention methods.

Participants were aware of the various forms contraceptive measures that are available,
however they explained that they experiences challenge with using contraceptive. Some of
the participants had no knowledge of how the contraceptive measures work. The participants
had a negative perception of the use of contraceptive measures.

“I think that condom wastes time and it hurts to use it. It disturbs me when having
sex.” Participant 3

31
 “I know of one method but I am not sure because people say that it will prevent her
from having babies in future when she wants it. People say that the implant will make
her sterile.” Participant 6

“I think they need to stop using other prevention methods because people keep having
babies even know they are using them”. Participant 9

Consistency in using pregnancy prevention methods

Participants were asked to rate frequency of their condom use, they explained that they did
not use condom consistently as they explained that they used condoms sometimes. This was
due to the challenge of using contraceptive measures.

“Sometimes... When I am with my other girlfriend we condomise but with the other
girlfriend we don’t condomise as it is painful.” Participant 3

“It is easy to use it but then when you are drunk it’s difficult. When we go out with my
friends to have fun we often don’t think about condoms so we don’t use it.”
Participant 1

Information required regarding pregnancy prevention methods.

The participants seemed to support the use of contraceptives as a way of preventing teenage
pregnancy. However the participants seemed to lack accurate knowledge about the different
contraceptives and how they work to prevent pregnancy. As a result the researcher asked the
participant what they would like to know more of in terms of contraceptive measures. The
participants had concerns about the use of contraceptive method that they felt they needed
clarity on.

I would like to know more about implants as I have only heard people talking about it
telling me that my girlfriend should use it. I would also like to know more about
injections. I want to know that if they use injections do they become sterile. After how
long in terms of months and years do they stop using it? I want to know if they work
or not. Participant 6

I want to understand why condoms burst when you use them which can result in
teenage pregnancy. Participant 4

32
Decisions and responsibility about family planning
Participants placed responsibility for making decision about family planning on their female
partners to prevent pregnancy through the use of contraceptives. However the participants
explained that they would support any decision taken by their partner in terms of family
planning.

It seemed that the participants believed that teenage girls were the only ones responsible for
teenage pregnancy despite the fact that pregnancy is as a result of an act between both males
and females. It seemed that the participants did not acknowledge the role of males in the
problem of teenage pregnancy. The participants seemed to believe that they had no power in
the relationship to prevent teenage pregnancy.

“I think that they are useful as even I spoke with my girlfriend and we made a
decision that she needs to go to the clinic in order to prevent pregnancy.” Participant
3

“For me now I have told myself that I will only have another baby after 15 years. I
don’t know for her in terms of her options as a girl what she can do to prevent
pregnancy. If there is something that she can do I will support her.” Participant 6

“I would say to tell the girls to prevent through injections in order to make sure that
they don’t get pregnant.” Participant 4

“It depends on my girlfriends if they want me to use a condom or not.” Participant 5

However some of the participants thought that it is both the responsibility of the male and
female teenagers in a relationship to decide which teenage prevention method to use.

I think the responsibility for teenage pregnancy prevention lie with both the teenage
boys and girls” Participant 1

“I think I need to ask my girlfriend and take her to the clinic so that both of us can
enquire so that she doesn’t think that I am making decisions for her. So that after
finding out about all options she can make a decision about which one is the best. We
can then discuss together which one is the best.” Participant 6

33
Role of teenage males in teenage pregnancy prevention
The participants in the study highlighted the need for consistent condom use to enhance the
role of a male partner in pregnancy prevention. The participants emphasized that it was
important to use condoms as only condom use can protect teenagers from the risk of
HIV/AIDS. The participant explained that condom use alone was not enough. Therefore there
was a need for dual protection. Some of the participants emphasized abstinence. The
participants highlighted that it was important not to engage in unprotected sex whilst under
the influence of drugs or alcohol.

“Its easy guys need to condomise and wait for the right age to have babies when they
are ready”. Participant 10

“The solution is to use condom but what do you do when you don’t have a condom?”
Participant 5

“I think we need to use condoms always no matter if we are enjoying it or not. Using
protection is important as you never know when a mistake will happen. I have learnt a
lesson as a teenage father that when I go to a “bash” with a girl I need to make sure
that I have condoms” Participant 8

“I think boys shouldn’t think that when they are in a relationship with girls they need
to prove their love by having sex with them. They need to stop thinking that girls need
to show that they trust them by having sex with them.” Participant 1

However some of the participants believed that the responsibility for teenage pregnancy
prevention is that of their female partners.

“No… I don’t think that the problem is with males…the problem is with girls because
they like things. Obviously at home they have bought a car and they see me washing it
outside. When I ask to take the car for a spin the girls see me and they want to get in
the car. After they get it thing start happening.” Participant 2

“It depends on her. If she wants to use a condom then we use it. If she doesn’t want to
use a condom its fine and if I don’t want to use it we don’t use it.” Participant 5

4.9. Summary of Chapter

In conclusion this chapter has discussed the different themes that emerged in the research
data. The participants were aware of the problem of teenage pregnancy, they were aware of

34
the different pregnancy prevention methods, they were aware of the consequences of making
someone pregnant and they acknowledged their role in teenage pregnancy prevention.

35
 CHAPTER FIVE
MAIN FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction
This chapter provides a summary of the main findings according to the objective of the study.
In addition it draws conclusions based on the findings of the study and then makes
recommendations.

5.2 Summary of the key findings

Adolescent male’s level of awareness about teenage pregnancy.
The findings of the study indicate that teenage males are unaware of the high levels of
teenage pregnancy in the Gauteng province. However they still perceived teenage pregnancy
as a barrier to achieving their goals. The results of the study indicated that the participants’
understanding of teenage pregnancy was based on their perceptions of reasons teenage girls
fall pregnant, in their view teenage pregnancy is a problem that affected mainly girls. It was
evident that the responsibility for teenage pregnancy is being shifted on the girls who fall
pregnant despite the fact that pregnancy is as a result of an act between both males and
females. It seemed that the participants did not acknowledge the role of males in the problem
of teenage pregnancy. They portrayed belief is that teenage girls would intentionally trap
males by falling pregnant.

Interestingly these males seem to understand that use of alcohol and drug does contribute to
teenage pregnancy. The use of alcohol and drugs is linked to unprotected sex where
participants highlighted that when they are intoxicated with drugs or alcohol they are more
likely to have unprotected sex which may result in unplanned pregnancy. The showed some
understanding of consequences of teenage pregnancy by identifying experience of teenage
fatherhood by some of them while others had pregnant partners. Being a teenage father brings
about difficulty in juggling ones role as learner as well as a father.

Sources of information adolescent males used to obtain information about teenage

pregnancy.

The findings of the study indicate that teenage males have access to information about
teenage pregnancy and how to prevent it. There are various sources of information, which
were identified by the study participants; the school, community and parents. The participants
of the study were taught about teenage pregnancy at school as part of sex education. In

36
addition the participants identified the community outreach programs directed at educating
teenagers about teenage pregnancy and how to prevent it as another source of information.

Lagina (2010) views communication regarding sexual matters between parents and
adolescents as vital in influencing adolescents’ sexual behaviours by fostering positive sexual
values for their adolescents. The participants stated that they found it easy to communicate
with their parents regarding sex and relationships. However these males in the study felt
comfortable communicating about sex with their mothers who were mostly single parents.

The finding of the study are incongruent with the research findings from studies indicating
that parents do not discuss issues of sex with their children (Beckett, Elliott, Martino,
Kanouse, Corona, Klein & Schuster, 2010; Biddlecom, Awusabo-Asare & Bankole, 2009;;
DiIorio, Pluhar & Belcher, 2003; Panday, Makiwane, Ranchod & Letsoalo, 2009 and Wilson,
Dalberth, Koo & Gard, 2010). In addition Lagina (2010) states that adolescents who are able
to communicate with their parents about sex will more likely to use condoms and to
consistently contraception. However communication with parents about safe sex did not
result in less risky behaviour by the participants as they still made girls pregnant and engaged
in unprotected sex.

Adolescent males awareness of the various forms contraception that are available.
The findings of the study indicate that teenage males have relatively low levels of knowledge
about contraceptives. The participants could identify the contraceptives such as the injection,
the implant, pill and condoms. However they had limited understanding of how the
contraceptive methods work. In addition participants could list basic information about
contraceptives to protect themselves from HIV, STIs and pregnancy. There were gaps and
inaccuracies in the participant’s knowledge of contraceptives as some believed that they were
ineffective in preventing teenage pregnancy. In addition the participants didn’t recognize the
importance of dual protection in preventing teenage pregnancy.

The attitude of adolescent male regarding the use of contraceptives measures, abortion and
the risk of HIV/AIDS and STI’s
The findings of the study indicate that teenage males were aware of the risk of contracting
HIV/AIDS or STI’s when they have unprotected sex. However this did not result in change in
behaviour as they continued to have unprotected sex. This is a great concern as South Africa
has high HIV prevalence whereby 30.2% of 15-49 year old women were living with HIV in

37
2010 (Bearinger, 2007; Jewkes & Morrell, 2009; Panday et al., 2009 and Shefer, Morrell &
Bhana, 2015).

The findings of the study indicate that the teenage males are aware of abortion as an option
when there is unintended pregnancy. However they had a negative perception of abortion as
they never considered it. Moreover the participants displayed negative attitude towards
abortion as they perceived it to be morally wrong, a sin and they were concerned that they
could be aborting their last child. The findings of the study indicate that teenage males found
it easy to access condoms however they did not use them consistently. In addition some of
the participants had a negative perception of the use of contraceptive measures. Moreover the
participants placed responsibility for contraceptive use on their female partners to prevent
pregnancy.

Adolescent males’ perceptions on the responsibilities placed on being a teenage father.

A study by Swartz and Bhana (2009) found that 26% of South Africa’s teenage fathers are
still in school, 40% are unemployed and that most teenage pregnancy cases are more
common in poorer communities. Participants in the study were willing to take responsibility
for the pregnancy by acknowledging paternity. In addition the participants took the
responsibility of providing financially for their children by working during weekends. This
finding is consistent with the findings of studies indicating that teenage fathers felt their
primary role should be in providing economically and noted that it was important to
acknowledge paternity (Bunting, & McAuley, 2004; Hendricks, Swartz & Bhana, 2010;
Panday, et al., 2009 and Swartz & Bhana, 2009).

Adolescent males perception of their role in teenage pregnancy prevention.

The findings of the study indicate that teenage males were aware of their role in preventing
teenage pregnancy. The participants in the study highlighted the need for consistency in
condom use to enhance the role of a male partner in pregnancy prevention. Some of the
participants emphasized abstinence. The participants highlighted that it was important not to
engage in unprotected sex whilst under the influence of drugs or alcohol.

5.3 Conclusions
In conclusion the participants were aware of the problem of teenage pregnancy, they were
aware of the different pregnancy prevention methods, they were aware of the consequences
of making someone pregnant and they acknowledged their role in teenage pregnancy

38
prevention. However, more needs to be done to educate teenage males on the different
contraceptive methods to ensure that they use them consistently and accurately. This will help
them to prevent themselves from making someone pregnant.

5.4 Recommendations
Teenage pregnancy prevention programs
In view of the findings it is recommended that attempts at teenage pregnancy prevention
should involve male teenagers as they can contribute to the solution. In order to prevent
teenage pregnancy it is important to engage with both teenage girls and boys about the use of
contraceptives. Moreover male teenagers should be encouraged to take part in partners should
be involved in discussions and decisions regarding accessing contraceptives and family
planning.

Information on contraceptives

The findings of the study indicate that teenage males lack knowledge about all forms of
modern contraceptives and how contraceptives work. Therefore it is recommended that sex
education at school should include information on contraceptives and more emphasis should
be placed on encouraging consistent and accurate use of condoms. Moreover the importance
of dual protection needs to be emphasised as teenage males need to understand that condoms
can protect them from HIV/AIDS and STI’s but work better to prevent pregnancy when
combined with birth control measures.

Support programs for teenage fathers

The findings of the study indicate that although teenage males were aware of their
responsibilities as teenage fathers they struggled to meet those responsibilities. Therefore it is
recommended that support programs should be established for teenage fathers in the
community to educate them about the responsibilities of being a father and to teach them
about parenting skills. In addition it is recommended that teenage pregnancy prevention
programs should empower teenage males with decision making skills, assertiveness and
negotiation skills to better improve their ability to communicate with their partners regarding
safe sex.

39
The role of social workers

In addition the teenage fathers struggled to juggle their responsibilities as fathers and learners
as they were still in school. Therefore it is recommended that social workers working in
school should provide support to these teenage fathers as they could possibly benefit from
one on one counselling, particularly those who have limited social and emotional networks to
draw upon. Moreover the social workers can help to sensitize teachers to the needs of teenage
fathers and how to better support them to achieve academically.

Future research

In term of future research it is recommended that the effectiveness of existing teenage

pregnancy prevention programs be investigated to understand how they can be enhanced. In
addition the same study could be conducted with a larger sample to improve generalization of
the findings of the study.

40
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47
APPENDIX A: INTERVIEW SCHEDULE

1. What have you learnt about pregnancy prevention?

2. Where did you get your information about pregnancy? (e.g family members, friends,
the media, school, doctors/nurses)
3. What are some of the things that you’ve heard other teenagers say about pregnancy
prevention that you know aren’t true?
4. Given what you already know about pregnancy prevention, what would you like to
know more about?
5. What are some of the consequences of getting someone pregnant?
6. Do you communicate with your sexual partner’ about pregnancy?
7. Do you usually use protection when you have intercourse? Do you use condoms?
Birth control pills? Other devices? How do you get them?
8. What do you think is the role of teenage males in teenage pregnancy prevention?

48
APPENDIX B: PARTICIPANTS INFORMATION SHEET

Title for your research: Adolescent Male Involvement in Teenage Pregnancy Prevention

Dear Participant

My name is Kelebogile Phawe, a fourth year social work student at the University of the
Witwatersrand. As part of the requirement for the degree, I am required to conduct a research
about adolescent male involvement in teenage pregnancy prevention. This study intends to
get the views of male partners as both potential and actual fathers, on their role in combating
adolescent pregnancy in Soweto Township, Gauteng. The results of this study might lead to
bigger research and if published may add to the existing knowledge on teenage pregnancy.

I therefore wish to invite you to participate in my study. Your participation is voluntary and
refusal to participate will not be held against you in any way. If you agree to take part, we
will arrange a time and place to meet, for a face to face interview. The interview will last
approximately one hour. You may withdraw from the study at any time and you may refuse
to answer any question that you feel uncomfortable with answering.

The interview will be tape recorded, with your permission. No one other than my supervisor
will have access to the tapes. The tapes and interview will be kept for two years following
any publications or for six years if there is no publication from the study. Please be assured
that your name and personal details will be kept confidential and no identifying of
information will be included in the final research report.

Please feel free to ask any questions regarding the study; I shall answer them to the best of
my ability. For more information I may be contacted on 073 8356 331 or email
683763@students.wits.ac.za or contact my supervisor, Busisiwe Nkala-Dlamini at 011 717
4483 or email her at Busisiwe.Nkala-dlamini@wits.ac.za.

Thank you for taking the time to consider participating in the study.

Yours sincerely

_________________________________

49
APPENDIX C: CONSENT FORM FOR PARTICIPANT IN THE STUDY
Title for your research: Adolescent Male Involvement in Teenage Pregnancy Prevention

By signing below, I am agreeing that I have read and understood the Participant Information
Sheet and the purpose and procedures of the study have been explained to me. I understand
that my participant is voluntary and that I may refuse to answer certain questions or withdraw
from the study at any time without any negative consequences. I understand that my response
will be kept confidential.

_________________________________

Participant’s Name

_________________________________ _________________________________

Participant’s signature* Date

APPENDIX D: CONSENT FORM FOR AUDIO-TAPING OF THE INTERVIEW

Title for your research: Adolescent Male Involvement in Teenage Pregnancy Prevention

I hereby consent for the tape-recording of the interview. I understand that my confidentiality
will be maintained at all times and that the tapes will be destroyed two years after any
publication arising from the study or six years after any publications arising from the study or
six years after the completion of the study if there is no publications.

Participant’s Name

_________________________________ _________________________________

Participant’s signature* Date

50